Towards an Open Learning Environment via Augmented Reality … · 2017-01-22 · Mediated Reality...

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Procedia - Social and Behavioral Sciences 45 (2012) 284 – 295 1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Professor Heikki Ruismaki and Adjunct Professor Inkeri Ruokonen doi:10.1016/j.sbspro.2012.06.565 The 5th Intercultural Arts Education Conference: Design Learning Towards an Open Learning Environment via Augmented Reality (AR): visualising the invisible in science centres and schools for teacher education Hannu Salmi a, * , Arja Kaasinen a , Veera Kallunki a a Department of Teacher Education, Unit for Science Centre Pedagogy, University of Helsinki Abstract The pedagogical principle of this research was making the invisible observable by Augmented Reality [AR]. Small- scale exhibits are bridging the gap between formal education and informal learning. The data (292 teachers) was analysed research tool New Educational Models or Paradigms (NEMP) with 27 items. Three dimensions: a) The identity -education, b) Changes in the learning environment, and c) the Innovative approach applied in the process. The main outcomes were 1. From a teacher-controlled learning towards a pupil-orientated learning; 2. Connecting of ICT-AR with and between learning environments; and 3. Changes in roles and responsibilities of students and teachers. Keywords: augmented reality; science centre pedagogy; hands-on learning; New Educational Models or Paradigms; informal learning; science centre to go project; teacher education 1. Introduction Computer and communication technologies have profoundly altered our every-day lives. Since more than a decade, great promises for improving education aroused, too. However, clear qualitative or quantitative results are still missing. Recently, the thematic issue of the Science (1/2009) under the headline Making a Science of Education demanded a great deal of high-quality research by focussing on * Corresponding author. Tel: +358409015263 E-mail address: [email protected] Available online at www.sciencedirect.com © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Professor Heikki Ruismaki and Adjunct Professor Inkeri Ruokonen Open access under CC BY-NC-ND license. Open access under CC BY-NC-ND license.

Transcript of Towards an Open Learning Environment via Augmented Reality … · 2017-01-22 · Mediated Reality...

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Procedia - Social and Behavioral Sciences 45 ( 2012 ) 284 – 295

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Professor Heikki Ruismaki and Adjunct Professor Inkeri Ruokonen doi: 10.1016/j.sbspro.2012.06.565

The 5th Intercultural Arts Education Conference: Design Learning

Towards an Open Learning Environment via Augmented Reality (AR): visualising the invisible in science centres and

schools for teacher education Hannu Salmia,*, Arja Kaasinena, Veera Kallunkia

aDepartment of Teacher Education, Unit for Science Centre Pedagogy, University of Helsinki

Abstract

The pedagogical principle of this research was making the invisible observable by Augmented Reality [AR]. Small-scale exhibits are bridging the gap between formal education and informal learning. The data (292 teachers) was analysed research tool New Educational Models or Paradigms (NEMP) with 27 items. Three dimensions: a) The identity -education, b) Changes in the learning environment, and c) the Innovative approach applied in

the process. The main outcomes were 1. From a teacher-controlled learning towards a pupil-orientated learning; 2. Connecting of ICT-AR with and between learning environments; and 3. Changes in roles and responsibilities of students and teachers. © 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Prof. Heikki Ruismäki and Adj.prof. Inkeri Ruokonen Keywords: augmented reality; science centre pedagogy; hands-on learning; New Educational Models or Paradigms; informal learning; science centre to go project; teacher education

1. Introduction

Computer and communication technologies have profoundly altered our every-day lives. Since more than a decade, great promises for improving education aroused, too. However, clear qualitative or quantitative results are still missing. Recently, the thematic issue of the Science (1/2009) under the headline Making a Science of Education demanded a great deal of high-quality research by focussing on

* Corresponding author. Tel: +358409015263 E-mail address: [email protected]

Available online at www.sciencedirect.com

© 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Professor Heikki Ruismaki and Adjunct Professor Inkeri Ruokonen Open access under CC BY-NC-ND license.

Open access under CC BY-NC-ND license.

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the utilisation and effects of the new technologies in both, school and informal learning environments as

spectrum in order to specifically determine the effectiveness of different technologies and new learning methods (Alberts, 2009, 15).

Ilomäki (2008, 33-al

characteristic such as individual pedagogical conceptions and problems they experience while preparing the lessons as well. Very often, teachers with coherent ICT skills use more ICT solutions in their teaching and they do it in a more multi-faceted and student-oriented way.

Even more, meta-studies related to immersive learning environments seem to provide a clear evidence

is based on design strategies that combine actional, symbolic, and sensory factors, the greater the &

Barab, 2009, 66). The immersive interfaces utilising the visual reasoning ability gives an opportunity to transfer educational experience from classroom to (other) real-world, open learning environments.

Augmented Reality (AR) technology has become more widely known only recently, during the 2010s´, in science education. While this technology up to now mainly was used by very special users such as the military and high-tech companies it gradually converts into wider educational use. Specific research programmes such as CONNECT and EXPLOAR applied this technology with a specific focus on selected learning scenarios by a close co-operation of formal education and informal learning. Empirical effects related to intrinsic motivation and cognitive learning of students have been found encouraging. (Salmi, Sotiriou & Bogner, 2010.)

2. What is Augmented Reality AR?

Augmented reality generally means a modern computer-assisted learning - environment that combines the observed real world phenomena with graphically added information or images, even spatially positioned sounds can be used. The meaning of augmented information is to enrich the original phenomenon by information that is useful in many kinds of revolutionary applications in education, including the study of architecture, art, anatomy, languages decoration, or any other subject in which a graphic, simulation or 3D model could improve comprehension. More concrete examples of using augmented reality are historical heritage reconstruction, training of operators of industrial processes, system maintenance or tourist visits to museums and other historic buildings (Andújar et al., 2011; Milgram & Kishino, 1994; Yang, Chen & Jeng, 2010; Zhou, Duh & Billinghurst, 2008) What is noteworthy relative to this study is the fact that the teaching applications of augmented reality are still minimal (Andújar et al., 2011).

Fig. 1. -Virtuality Continuum

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Technically, the virtual information produced by computer is merged with video streamed from a

webcam that is recording the real world phenomenon. The result is similar to virtual reality but uses real-world images in real time (Martin et al., 2011; Andújar et al., 2011). In short, as Martin et al. (2011) has summed, augmented reality supplements real world perception and interaction allowing the user to see a real environment augmented with computer-generated 3-D information.

As portrayed in Figure 1, the separate environments of real world and virtual world form a reality-virtuality continuum of mixed reality. In this continuum, when viewing from the very ends of the continuum, augmented reality and augmented virtuality appear. However, augmented reality is more common in current applications because, while using AR, every little detail of reality need not to be modeled, because they already are presented. (Andújar et al., 2011.) So, from the stand point of possible science education teaching applications, only those 3-D virtual elements that are meaningful to supplement the original real world natural phenomena need to be augmented.

There are two commonly accepted definitions of Augmented Reality today. One was given by Ronald Azuma in 1997. Azuma's definition says that Augmented Reality combines real and virtual, is interactive in real time, and is registered in 3D. Later also the aspects of simulation, on-line affects, and 2-D perpective elements have become part of the AR-matters. Additionally Paul Milgram and Fumio Kishino defined Milgram's Reality-Virtuality Continuum in 1994. They describe a continuum that spans from the real environment to a pure virtual environment. In between there are Augmented Reality (closer to the real environment) and Augmented Virtuality (is closer to the virtual environment. Mediated Reality continuum shows four points: Augmented Reality, Augmented Virtuality, Mediated Reality, and Mediated Virtuality on the Virtuality and Mediality axes.

This continuum has been extended into a two-dimensional plane of "Virtuality" and "Mediality". This already classical continuum (Milgram & Kishino, 1994) can be derived as educational model as shown in Figure 2. The model below describes formal education and informal learning from new angle by adding the real virtual dimension. The figure shows that different types of virtual learning solutions have been bringing a lot of new learning materials especially to informal learning settings.

Fig. 2. Persistent dichotomies or blurring boundaries? (Hawkey, 2002; Salmi, 2010)

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3. Different researches of using Augmented Reality in teaching: theory and results

Basically, it has been shown that virtual learning environments promote achieving higher learning results. However, in the case of learning natural sciences either real learning itself or a combination of real and virtual environments is preferred. (Vi , 2009; Lamanauskas et al., 2007; Lamanauskas & Vilkonis, 2007; Bilek et al., 2007.) augmented reality could help both gifted learners and those with low motivation, as well as pupils with special educational needs to gain from the use of augmented reality.

platform based on augmented reality technology). The analysis shows that using ARTP significantly

Alien Contact! is an AR simulation that uses GPS technology to connect the real world location in the world. Using Alien Contact! math, languages, and sciences are learnt. According to

Dunleavy et al. (2009) the simulation motivated students, because they could use handheld computers and GPS, collect data outside the school, got differentiated information and different roles within the same group what increased positive interdependence. Furthermore, the development of process skills like critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises were developed.

007; see also Braund & Reiss, 2006) research of designing augmented reality simulations. In the study the topic to be learned was a disease transmission that the students could affect by their own actions by role-playing an augmented reality game. Accordinpossible new kinds of authentic science inquiry experiences.

4. Using augmented reality in Science Center to Go project

In this study the aim is to analyze the use of augmented reality in the Science Center to Go project, in which a special suitcase of miniature exhibits of a science center was designed. The suitcase includes all equipments what is needed to do the experiments. The miniature exhibits that operate with an ordinary hardware - enable learners to experiment whenever and wherever they please. In this project, the idea was to bring science center to school in a form of these miniature exhibits. In this way, similar kinds of experience-based learning like could take place in science center is brought to school environment. At the same time, the project narrows the boundary between informal learning and formal education, which is one goal of science center pedagogy.

In Science Center to Go project the idea is to uncover originally phenomena and connect them with observable macroscopic phenomena. By the equipments in the suitcase various physical phenomena linked to secondary school curricula like thermal motion, wing dynamics, wave-particle duality, Doppler effect, and rigid body (double cone) motion on an inclined plane can be investigated. In all of these experiments, the application enables pupils to see something more than is possible by ordinary experiments.

While investigating thermal motion the velocity of molecular nitrogen for example in a refrigerator or on a hotplate can be compared both by following the motion of augmented molecules in different places, and also by comparing the different velocities of the molecules in temperature-velocity graph. In similar way, also the miniature exhibit of Doppler effect describes three-dimensionally the phenomenon mixing the graphical elements to the original physical phenomenon: a mini-fire-truck passes the listener on the side of a way, the listener hears first a higher sound when the fire truck approaches, after the passing the sound is heard lower. In the case of this experiment the augmented information is the circular wave

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pattern that represents the 3-D spherical pressure wave. The wave pattern changes according to Doppler effect while the fire truck starts on.

5. IBSE and 5E

One of the most common pedagogical approach for utilising IBSE-model or inquiry approach method in Augmented Reality type of learning environment has been presented as follows (Bybee et al., 1989): 5E model (inquiry approach): Engagement: Object, event or question used to engage students. Connections facilitated between what students know and can do. Exploration: Objects and phenomena are explored. Hands-on activities, with guidance. Explanation: Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Elaboration: Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. Evaluation: Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. The 5E-model suits very well as the pedagogical framework for Science Centre to Go Augmented Reality approach.

6. Teacher evaluation tool: The role of ICT and AR in teaching and learning

As the pedagogical context for the development of AR New Educational Model or Paradigms was used to receive the feed-back from the teachers (Salmi, 2012). As reported earlier (Salmi, Sotiriou & Bogner, 2010 -technology can be monitored by the tool. This tool 1) describes a e-learning process by the terms Role of ICT, 2) shows the actual Changes in learning environment, and 3) defines Innovative learning activities. This methodology has proven to give relevant results as reported by Salmi (2012).

7. The research questions, design of the study, data and methodology

The research problems were as follows: 1. What are the pedagogical benefits of using Augmented Reality technology applications in teaching sciences at school? 2. How does the role of augmented reality in teaching sciences at school differ from the role of using traditional ICT applications? 3. How does the tool known as New Educational Models or Paradigms (NEMP) originally developed for ICT-education research purposes, and here as the modified version, fit for the research of Augmented Reality among the teachers and teacher trainees? This was the main methodological question.

The data (N:292) was collected as a sample from 128 in-service teachers and 164 teacher students. The data was collected by Likert-scale questionnaire forming ordinary scale items and factors. Because of that method, the results received by the t-test have been double-checked and confirmed by two non-

tests in their basic nature. All the three tests (T-test, Wilcoxon, mark test) correlated strongly and did show basically same kind

of three tests was indicating higher than .05 significance values, the results were falsified as not being statistically significant to achieve high reliability and validity for the results.

The same subjects (test persons) did answer both the ICT- and AR-items. Based on that character of the data, the paired sample test was utilised. In the next figure, the column p(orig) shows the highest numeric values received from the three test mentioned earlier. This guarantees the best reliability. The results received have been fixed by the so called Bonferroni-correction method by utilising the level 27 (= the amount of the original items). This numeric value is shown in the column p(Bonf).

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8. The Results

The items marked with bold are the ones where the ICT-value was higher than the AR-value. This difference was statistically significant. The items marked with italic font are the ones where the AR-value was higher than the ICT-value. This difference was statistically significant. The items with black and white have no statistically significant difference between their AR- and ICT-values.

The role of ICT an AR in the education seem to have different type of strengths according the feed-back and evaluation by the teachers. See the next Tables.

Table 1. Teaching methods: the roles

Statement Number AR vs. ICT p (orig) p (Bonf)

Role of the teaching m

ethod

Connection between learning env. 1 0,66 17,734

Market Place 2 ICT 0,00 0,000

Communication forum 3 ICT 0,00 0,000

Instruction tool 4 0,00 0,061

Provider of feedback 5 AR 0,00 0,000

Framework 6 0,44 11,814

Stimulator 7 AR 0,00 0,000

Tool for learning 8 0,05 1,316

Info bank 9 ICT 0,00 0,000

Shared material 10 0,01 0,307

Media 11 ICT 0,00 0,000

- both

features being important for motivation. The differences between ICT and AR were statistically significant in these items.

However, the teachers did not see remarkable difference between ICT and AR in the following aspects

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Table 2. Changes in the Learning Environment

Statement Number AR vs. ICT p (orig) p (Bonf)

learning Environm

ent

Technological Innovation

1 AR 0,00 0,000

Organisational changes 2 AR 0,00 0,000

Pedagogical changes 3 AR 0,00 0,000

Cultural Changes 4 AR 0,00 0,000

Change Role Teacher 5 AR 0,00 0,001

Change role pupil 6 AR 0,00 0,000

New Physical space 7 AR 0,00 0,000

Table 3. Innovative Learning Approache

Statement Number AR vs. ICT p (orig) p (Bonf)

Innovative aspect

From instruction to self 1 AR 0,00 0,000

Social Participation 2 ICT 0,00 0,000

Perception different 3 AR 0,00 0,000

From teacher-control to pupil 4 AR 0,00 0,000

Distributed learning 5 ICT 0,00 0,000

Collaborative learning 6 ICT 0,00 0,000

Context related knowledge 7 AR 0,00 0,000

Multidiscipline approach 8 0,02 0,587

Integration other environment than school

9 AR 0,00 0,000

Both ICT and AR had certain Innovative Learning Approaches according the results. Typical features

for ICT were Collaboindicate certain stronger social aspects, learning together and collaborative learning related to ICT-

Meanwhile, the role of AR was considered more innovative than ICT by teachers in the following

--controlled learning to pupil-

Integration innovative is high in relation to AR. It certainly shows the power of this approach as renewing the educational paradigms.

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9. Differences between the opinions of the in-service teachers and teacher students

The data (N:292) was collected as a sample from 128 in-service teachers and 164 teacher students. The items of the questionnaire were using Likert-scale. That is why the non-parametric Mann-Whitney U-test was utilised in the analysis instead of ordinary t-test. The p-values of the Mann-Whitney test have reported in the column p(orig) in the next table. The final values have been corrected by Bonferoni-method (27 = the amount of items). This value and result is reported in the column p( Bonf).

Table 4. The difference of ICT and AR: in-service teachers vs. teacher students

Mean p(orig) p(Bonf) Mean p(orig) p(Bonf)

ICT ROLE AR ROLE

Connection 1 4,21 ,303 8,169 Connection 1 4,19 ,003 0,087

Market Place 2 3,53 ,217 5,848 Market Place 2 3,02 ,000 0,000

Com Forum 3 4,16 ,000 0,000 Com Forum 3 3,89 ,000 0,000 Instruction tool 4 3,92 ,000 0,000 Instruction tool 4 4,14 ,000 0,000 Prov. of Feedpack 5 3,73 ,000 0,000 Prov. of Feedpack 5 4,27 ,000 0,000 Framework 6 3,71 ,003 0,077 Framework 6 3,78 ,486 13,120

Stimulator 7 3,74 ,107 2,884 Stimulator 7 4,22 ,000 0,000

Tool 8 4,04 ,079 2,144 Tool 8 4,15 ,403 10,869

Info Bank 9 4,44 ,564 15,220 Info Bank 9 3,71 ,096 2,580

Shared Material 10 3,78 ,000 0,000 Shared Material 10 3,52 ,000 0,000

Media 11 4,24 ,000 0,012 Media 11 3,37 ,026 0,691

As an overview of the empirical results of the data in the tables (4,5,6) indicate that the teacher

students considered both the ICT and AR impacts slightly bigger than the in-service teachers did in their feed-back. This trend came out in the analysis of the role of the ICT in teaching items as can be noticed from the Table 4.

Table 5 The difference of ICT and AR as Learning Environments: in-service teachers vs. teacher students

Mean p(orig) p(Bonf) Mean p(orig) p(Bonf)

ICT CHANGE AR CHANGE

Techn. Innovation 1 3,58 ,000 0,003 Techn. Innovation 1 4,25 ,000 0,000

Org. Changes 2 3,69 ,010 0,269 Org. Changes 2 4,04 ,000 0,001

Ped. Changes 3 3,51 ,027 0,718 Ped. Changes 3 4,02 ,000 0,000 Cultural Changes 4 3,47 ,000 0,000 Cultural Changes 4 4,01 ,037 1,001 Change Role Teacher 5 3,70 ,000 0,000 Change Role Teacher 5 3,91 ,000 0,000

Change Role Pupil 6 4,04 ,000 0,003 Change Role Pupil 6 4,32 ,000 0,000 Physical Space 7 3,38 ,008 0,204 Physical Space 7 4,20 ,000 0,000

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The differences were distinctively big in the factor of changes in the learning environment caused by the Augmented Reality solutions as presented in the Table 5.

Table 6 The difference of ICT and AR as Innovative Learning Approach: in-service teachers vs. teacher students

Mean p(orig) p(Bonf) Mean p(orig) p(Bonf)

ICT INNOVAT AR INNOVAT

From Instr. to Self 1 3,63 ,005 0,130 From Instr. to Self 1 3,92 ,000 0,000

Social Participation 2 3,63 ,000 0,000 Social Participation 2 3,34 ,000 0,004 Perception Different 3 3,99 ,080 2,156 Perception Different 3 4,38 ,000 0,000 Fr. Teach. Cont. to Pup 4 3,80 ,000 0,005 Fr. Teach. Cont. to Pup 4 4,22 ,001 0,017 Distributed Learning 5 4,07 ,180 4,865 Distributed Learning 5 3,77 ,790 21,335 Collabor. Learning 6 3,55 ,314 8,468 Collabor. Learning 6 3,04 ,000 0,000 Cont. Rel. Knowledge 7 3,55 ,000 0,000 Cont. Rel. Knowledge 7 4,14 ,001 0,033 Multidiscipl. Approach 8 4,16 ,000 0,000 Multidiscipl. Approach 8 4,04 ,000 0,000

Integr. Other Env. Than School

9 4,24 ,003 0,069 Integr. Other Env. Than School

9 4,49 ,105 2,842

The differences in the other items were not as clear, and were often overlapping each other. The

teachers also became convinced about the innovative approach of learning while testing and evaluating the AR-equipment as shown in the Table 6.

10. Conclusions

Design learning was administrated in this survey both in practical, experimental level and as a research project. The miniature hands-on exhibits (Doppler-effect; Bolztmann - molecule movement; Young experiment - quantum mechanics; Double-cone classic mechanics; Bernoulli wing dynamics) have

-material Science centre visit Post- model to receive permanent motivational and knowledge learning results. The content has to be integrated into the school curriculum. Both aspects have been received in the Science Center to Go -project.

The main tool for this is a Educational Portal; in this case the Open Science Resource; which contains all the educational scenarios related to AR-learning (www.openscienceresources.eu). With further work and research similar miniature exhibits might soon find their way into every day learning where the content replaces the technology.

According to the evaluation and educational research conducted during Science Center to Go project, following results were achieved: 1) with AR it is possible to combine real objects with virtual ones and to place suitable information into real surroundings; 2) the possibility of AR to make convergence of education is challenging as the technology optimises and expand; 3) the project implements augmented reality tools that visualising the invisible (forces, fields) by projecting virtual objects onto a real experimental setting. 4) the AR-system allows students to interact physically and

ers attending the process underlined as the main element moving from teacher-controlled learning to student orientated learning with context-related knowledge; 6) the usability, availability and the prices of this AR-

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technology are making it soon available for everyday education routines; 7) the threshold is no more money or technology, but mental resources.

Combining real hands-on learning into visual and augmented reality was underlined by the teachers attending the survey. Classical science centre exhibits existing in several institutes around the world gave firm basis for testing. The idea was to gain more educational value from the exhibits by using Augmented Reality technology added to this classical exhibit. The traditional hands-on learning did gain a new brains-on element while using Augmented Reality. The main pedagogical goal was to teach the skills of doing observations. This was possible because by the AR-solutions certain invisible phenomenon could be done visible by animations and demonstrations.

The main element was however moving from teacher-controlled learning to pupil orientated learning with context-related knowledge. It was also important that the teachers were no impressed about the technology itself but seeing Augmented Reality as connection between learning environments, and as an effective tool.

Using programmes linking the school curriculum and science centre exhibitions, encouraging results were received among the teachers and teacher students. The technology is serving as a bridge between formal education and informal learning. Meaningful learning has two components. First, the content should be meaningful for the learner. Second, the learning process should be arranged pedagogically in a meaningful way (according to the age and the former knowledge and skills of the learner and by the logical structure of the topic to be taught.) All the great innovations in education have been based on putting these two principles into practice. This approach gives re-framing aspect also for design learning combining skills education and thinking skills.

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